MINISTRY OF EDUCATION AND TRAINING THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN ANH THUAN EVALUATING THE QUALITY OF TEACHING - LEARNING MANAGEMENT OF LOWER SECONDARY SCHOOL PRINCIPALS Research Area: Education Management Code: 62.14.01.14 DISSERTATION SUMMARY FOR DOCTORAL PHILOSOPHY PROGRAM IN EDUCATION Hanoi, 2014 This work was finished at THE VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES Scientific Supervisor: Prof Dr Nguyen Huu Chau Defender 1: Prof Dr Nguyen Duc Chinh Vietnam National University, Hanoi Defender 2: Assoc Prof Dr Nguyen Van Le HaNoi National University of Education Defender 3: Assoc Prof Dr Nguyen Tien Hung The Vietnam Institute of Education Sciences Workplace: The dissertation will be defensed at the Defense Committee held at The Vietnam Institute of Educational Sciences At … … date… … The dissertation can be found at: - The Vietnam National Library - Library of The Vietnam Institute of Educational Sciences LIST OF SCIENTIFIC WORKS Nguyen Anh Thuan (2012), “Quality of teaching management by school principals”, Education science journal, (No 76), page 31-34 Nguyen Anh Thuan (2012), “Several competency requirements for an education evaluator”, Education science journal, (No 89), page 42-44 Nguyen Huu Chau, Nguyen Anh Thuan (2014), “The current situation of assessing the quality of principals’ teaching management basing on principal standards in lower secondary schools”, Education science journal, (No 101), page 5-9 Rationale Globalization, INTRODUCTION international integration and education standardization have become the indispensable tendency of development It impacts dramatically on Education & Training Secondary schools play an important role in creating a solid foundation for pupils on knowledge, skills and operation capacities, so that pupils will be ready to participate into working, producing or continuing studying in higher education levels to create skilled human resources in order to satisfy social requirements We are renovating basically and comprehensively education and training Resolution of the th central conference, course XI has identified the spirit of renovating basically and comprehensively as : “Transferring the development of education and training from concentration into quantity into concentration into quality and efficiency, simultaneously satisfying the quantity requirements” In the current period, together with the fast development of science-technology, the increase of intellectual amount leads to requirements on renovating management ways to improve the education quality The school management includes: Managing the process of teaching – learning, finance, human resources, administration and education environment The teaching – learning management of principal becomes more and more important, but currently the teaching – studying management of principal is still weak In the face of duties of renovating management ways, improving the quality of teaching – learning of principal, requires the evaluation of the teaching – learning quality of principal Currently The deployed it Ministry of Education and Training has and high schools have also implemented it However, according to the principal standard of The Ministry of Education and Training, the evaluation of principal is not the evaluation of principal quality but the concentration into evaluating the teaching – learning management of principal The evaluation of teaching – learning management quality of principal is the key solution to directly improve the teaching – learning management of principal and indirectly improve the teaching – learning quality of schools It is possible to tell that until now there is not any researching work in theory or in reality which evaluates the teaching – learning management quality of principal of Secondary school comprehensively and excellently Especially, in order to clarify issues as: theoretic and real foundations of evaluating the teaching – learning quality of principal of high school; how the set of criteria and the procedure of evaluating the teaching – learning quality of principal of secondary school are proposed; which conditions to apply successfully the criteria and procedure of evaluating the teaching – learning quality of principal of secondary school; they are basic reasons why the thesis is entitled “Evaluating the quality of teaching – learning management of lower secondary school Principals” Aims of the research In order to contribute into concretizing the scientific foundation on evaluating the teaching – learning quality of principal of secondary school, targets and procedure of evaluating the teaching – learning quality of principal in secondary school are proposed Object and subject of the research 3.1 Object The school management of principal 3.2 Subject The teaching – learning management of principal in secondary schools Scope of the research - Content: The thesis researches the theory of evaluating the teaching – learning management quality of principal in secondary schools; researching the current situation of evaluating the teaching – learning quality of principals in secondary schools; proposing targets and procedures of evaluating the teaching – learning quality of principals in secondary schools - Area: Surveys in 201 secondary schools in Hai Phong city, experiments in secondary schools in Hong Bang district - Subject: Representing Department of Education and Training, principals, vice- principals, leaders of specialized groups, teachers, students and students’ parents - Time: The research has been implemented since December 2010 Scientific hypothesis If scientific foundations on evaluating the teaching – learning management quality of principals in secondary schools are concretized, strategies on evaluating the teaching – learning management quality of principals are built and the evaluation of the teaching – learning management quality of principals is implemented, it will be possible to improve directly the teaching – learning management quality of principals and indirectly the teaching – learning quality in secondary school Research duties - Concretizing the theoretical and actual bases of evaluating the teaching – learning management quality of principals in secondary schools - Proposing criteria and procedure of evaluating the teaching – learning management quality of principals in secondary schools; Experimenting and testing to confirm the practicability of criteria and procedure of evaluating the teaching – learning management quality of principals in secondary schools Research methods 7.1 Theoretical method 7.2 Realistic method 7.3 Statistic method Basic theoretical points - The teaching – learning management is one of the most important management activities of the principal, it has a decisive meaning in the teaching – learning quality of school - In order to identify the teaching – learning management quality of the principal, it is necessary to evaluate according to criteria (including content of evaluating the teaching – learning management quality and results of teaching – learning management of the principal) and to comply with evaluation procedure including detailed steps to ensure the subjectiveness and science - Evaluating the teaching – learning management quality of the principal has direct impacts on the teaching – learning management quality of principal and indirect impacts on the teaching – learning quality of school Contribution of the thesis - The thesis helps clarify the conception on management quality, teaching – learning management quality of principals in secondary schools - The thesis shows the reality of evaluating principals in general and the principals in secondary schools in particular - The thesis proposes criteria set including 15 criteria, 60 indicators and procedures of evaluating the teaching – learning management quality of principal in secondary school including steps The thesis organizes to consult ideals and evaluations of scientists, managers, teachers, officers, pupils and parents on the urgency, feasibility of the set of criteria and procedure to evaluate the teaching – learning management quality of principal in secondary school proposed by the thesis Chapter THEORETICAL FOUNDATION OF EVALUATING THE TEACHING – LEARNING MANAGEMENT QUALITY OF PRINCIPAL IN SECONDARY SCHOOL 1.1 Overview of research history 1.1.1 Outside the country Researching the principal standard: Researches on principal quality in secondary school are implemented in many different points of view, but mainly concentrated into issues, such as: how to recruit principals with high quality for schools in order to ensure the success of schools Standards for principal include requirements and criteria that any principal should satisfy to implement well duties of principal in order to ensure the success of the school All successes of issues stated above aim at improving the quality of managers or quality of principals in order to satisfy duties of managing schools in the current period The training program for principals and managers is standardized to develop the professional capacities for these objects in order to ensure leading the school effectively Standardized programs integrate 11 skill areas according to big fields: 1/Strategic leaders; 2/Organizational leaders; 3/Teaching leaders; 4/Political and communal leaders The principal evaluation in US has been paid much attention to since 1980, but generally it still has many shortcomings One existing shortcomings is unclear purpose of principal evaluation Moreover, the evaluation criteria have not ensured that the principal evaluation is implemented exactly and sufficiently The evaluation criteria have not been completed, mainly based on the checklist and rank There are approaches in building and developing the principal standard as follows: 1/The principal standard is identified according to detailed work and duties which a principal must implement in the school 2/The principal standard identified according to requirements on personal capacities and virtues in order to satisfy characteristics of management activities and relation in the school 3/The principal standard is identified according to standards for evaluating the school and evaluating professional level of the principal 4/The principal standard is identified according to orientations and requirements of school and education innovations In addition, there are other approaches to build the principal standard For any approach, the principal standard sets up requirements which each principal should have, know and must implement in the position of leader of school Procedure of principal evaluation: In general the procedure of principal evaluation in US may include steps as follows: 1/Making an evaluation plan; 2/Collecting information; 3/Using information (Dale Bolton, 1980) The principal evaluation in other countries has existed for a long time, but documents on standard and principal evaluation procedure are still poor; documents on principal evaluation material facilities, environment and teaching – learning conditions of school 1.2.3.3 Factors influence the teaching – learning management quality of principal in secondary school Objective factors (7 factors) Teaching – learning management quality of principal Subjective factors (5 factors) 1.3 Evaluation of teaching – learning management quality of principals in secondary schools 1.3.1 Several concepts related to evaluation of teaching – learning management quality of principals in secondary schools Evaluation of teaching – learning management quality of principals is the systematic collection and explanation of evidences, as a part of process, comparison with target (concretized in criteria) proposed, leading to the judgment on value in the viewpoint of activities for operation and teaching – learning management results of principal 1.3.2 Roles and requirements of evaluation of teaching – learning management quality of principal in secondary school 1.3.3 Contents of evaluation of teaching – learning management quality of the principal in a secondary school Content 1: Evaluating the teaching – learning management quality of the principal Content 2: Evaluating the teaching – learning management results of the principal 1.3.4 Methods and procedure of teaching – learning management quality evaluation of principals in secondary schools 1.3.4.1 Method of teaching – learning management quality evaluation of the principal in a secondary school Evaluation method according to standard (criteria set) 1.3.4.2 Procedure of teaching – learning management quality evaluation of principals in secondary schools Step 1: Preparing to evaluate; Step 2: Implementing to evaluate; Step 3: Solving evaluation results; Step 4: Responding evaluation results Conclusion of chapter Countries all over the world, especially the developing ones are implementing to standardize in education In order to improve the teaching – learning management quality and teaching – learning standard, it is necessary to evaluate the teaching – learning management quality of principals by set of criteria and procedure of evaluating scientifically The management quality is the suitability of the impacts of management subject on the teaching – learning process (implemented by teachers and pupils, with the efficient supports of social forces) in order to contribute into forming and developing comprehensively pupils’ personalities according to teaching – learning targets of school with targets of teaching – learning management Evaluation of teaching – learning management quality of principal is the systematic collection and explanation of evidences, as a part of the process, in comparison with the target (concretized in the criteria) proposed, leading to the judgment on the value in the viewpoint of activities for operation and teaching – learning management results of the principal Contents of evaluation of teaching – learning management quality of principal in secondary school include: 1/Evaluation of teaching – learning management quality of the principal 2/Evaluation of teaching – learning management results of the principal The procedure of evaluating the teaching – learning management quality of principals in secondary schools includes the following steps: 1/Preparing to evaluate 2/Implementing to evaluate 3/Solving evaluation results 4/Responding evaluation results Chapter CURRENT SITUATION OF EVALUATING THE TEACHING – LEARNING MANAGEMENT QUALITY OF PRINCIPALS IN VIETNAMESE SECONDARY SCHOOLS Purposes of investigation and surveying: -Studying the current situation of principals in secondary schools; -Studying the current situation of evaluating principals in secondary schools Scale and area of implementation: a/Scale: Issuing 2500 vouchers, collecting 1359 vouchers, b/Area: Secondary schools of Hai Phong City Contents of researching and surveying: 1/Surveying the current situation of teaching – learning management of principals in secondary schools; 2/Surveying the current situation of principal evaluation by the principal standard of Ministry of Education and Training; Public servant evaluation criteria Secondary school statutes; secondary school education quality evaluation standard Implemented activities: 1/Designing question vouchers: Questionnaires on the teaching – learning management current situation of principals and the current situation of teaching – learning management quality evaluation of principal; 2/Surveying by question vouchers: Delivering vouchers to participants, guiding and explaining requirements of replying question vouchers for participants in selected locations; collecting ideals by question cards; processing, analyzing and collecting question vouchers; 3/Interviewing and asking for ideals of scientists and education managers; exchanging and interviewing managers, principal and teachers; pupil parents; observing management activities and principal evaluation activities; Examining management records and principal evaluation records Implemented methods and techniques: After collecting reply vouchers, using Excel software to process data Calculating the percent of ideals in agreement levels to identify the archiving level 2.1 Current situation of teaching – learning management of principal in secondary school 2.1.1 Current situation of teaching – learning management activities of principal in secondary school In the current teaching – learning management activities of principal in secondary school, many implemented, whereas a lot of contents have been contents have not been implemented Several principals not know sufficiently contents which should be implemented to manage teaching – learning activities, which causes inexact and improper omitting or implement Few principals have implemented sufficiently and ensured the quality of teaching – learning management activities proposed by the thesis The decentralization in teaching – learning management of principal for deputy principal in charge of professional knowledge, specialized group leaders and teachers is not clear and scientific, consequently lots of necessary teaching – learning management activities have not been implemented It is essential to standardize and concretize the teaching – learning management activities of principal into evaluation criteria, so that principals know to implement methodically in accordance with requirements of each activity 2.1.2 Current situation of teaching – learning management results of principal in secondary school 2.2 Current situation of current situation of evaluating the teaching – learning management quality of principal secondary school in 2.2.1 Awareness of management quality and teaching – learning management quality 2.2.2 The current situation of evaluating the teaching – learning management quality of principal basing on the principal standard of Ministry of Education and Training 2.2.2.1 Surveying the principal standard contents of Ministry of Education and Training 2.2.2.2 Analyzing criteria related to teaching – learning management in principal standard of Ministry of Education and Training 2.2.2.3 Surveying the procedure of evaluating and ranking principal according to principal standard of Ministry of Education and Training 2.2.2.4 Analyzing the teaching – learning management quality evaluation results of principal in secondary school according to principal standard of Ministry of Education and Training 2.2.2.5 Analyzing the principal and deputy principal evaluation results according to standard of Ministry of Education and Training + Principal evaluation results: Total Excellent % Good % Average 201 141 70.15 60 29.90 % Week % % Week % + Deputy principal evaluation results: Total Excellent % Good % Average 240 172 71.70 68 28.30 (Source: Cadre organization department of Hai Phong Department of Education and Training) 2.2.2.6 Common judgment on current situation of evaluating the teaching – learning management quality of principal of secondary school based on principal standard of Ministry of Education and Training 2.2.3 The current situation of evaluating the teaching – learning management quality of principal according to public servant ranking and evaluating method 2.2.4 The current situation of evaluating the teaching – learning management quality of principal based on statutes of secondary school 2.2.5 The current situation of evaluating the teaching – learning management quality of principal based on secondary school education quality evaluation criteria Currently, secondary schools have implemented to evaluate their principals but they have not evaluated the management quality, teaching – learning management quality of principals Now, in principal evaluation contents, there are few contents related to teaching – learning management We should pay more attention to teaching – learning management of principals However, until now there is not any research on management quality and teaching – learning management quality and teaching – learning management quality evaluation of principal The principal standard of Ministry of Education and Training is used to evaluate political virtues; professional ethnics, teaching operations; common management and direction capacities It is impossible to use this standard to evaluate the teaching – learning management quality of principals Currently, the principal evaluation is not still scientific and objective; the evaluation is heavily administrative The main evaluation method is the qualitative evaluation We have not had reliable tools and techniques to evaluate principals objectively and scientifically The current principal standard content lacks clear criteria, guidelines to evaluate the teaching – learning management quality evaluation Conclusion of Chapter Currently, the teaching – learning quality of secondary school does not satisfy the requirements of reality and society In order to improve the teaching – learning quality, it is imperative to innovate the teaching – learning management works Currently, the current situation of teaching – learning management of principals in secondary schools has many shortcomings and limitations Most principals have not identified sufficiently and comprehensively the teaching – learning management contents The principal evaluation in secondary school has been implemented at the end of school year as public servant evaluation Simultaneously, it also evaluates principal basing on school quality auditing standard and evaluation according to principal standard of Ministry of Education and Training Although we have evaluated principals but have not evaluated the teaching – learning management quality of principals Currently, the principal standard of Ministry of Education and Training has not enough criteria, indication/indication related to teaching - learning management; we have not had any teaching – learning management quality evaluation tool The teaching – learning management quality evaluation is the core solution to improve directly the teaching – learning management quality, has indirect impacts on improving the teaching – learning quality The teaching – learning management quality evaluation has impacts on targets, contents, results and methods of teaching – learning management On the other hand, the management quality in general, teaching – learning management quality in particular have not been paid sufficiently and comprehensively attention to In order to evaluate the teaching – learning management quality of principal in secondary school, it is necessary to build a set of criteria and procedure to ensure the objectiveness and science according to a detailed approach Chapter PROPOSING CRITERIA AND PROCEDURE OF EVALUATING THE TEACHING – LEARNING MANAGEMENT QUALITY OF PRINCIPALS IN SECONDARY SCHOOLS 3.1 Criteria and procedure of evaluating the teaching – learning management quality of principal in secondary school 3.1.1 Principals to build criteria of evaluating the teaching – learning management quality of principal in secondary school 3.1.2 Content of criteria of evaluating the teaching – learning management quality of principal in secondary school The 1st criterion Managing the building teaching – learning plans (4 indicators) 1.1 Having a thorough grasp of targets, plan and content of teaching – learning program of learning level; 1.2 Directing deputy directors in charge of professional operations, specialized leaders and teachers to study professional statutes, to discuss plans and contents of teaching – learning program; 1.3 Directing deputy directors in charge of professional operations, specialized leaders and teachers to build the teaching – learning plans; 1.4 Directing deputy directors in charge of professional operations to examine the teaching – learning plans of specialized leaders and teachers The 2nd criterion Managing and allocating the teaching works for teachers (3 indicators) 2.1 Directing deputy directors in charge of professional operations, specialized leaders to allocate the teaching works for teachers to ensure exact professions, to be suitable to capacities and reality of school; 2.2 Directing deputy directors in charge of professional operations to build timetable; 2.3 Timely adjusting and allocating the teaching work more suitably (if necessary) The 3rd criterion Managing the preparation of class hours of teachers (3 indicators) 3.1 Directing deputy directors in charge of professional operations, specialized leaders and teachers to discuss and guide to make plans on teaching lessons and class hour preparation; 3.2 Directing deputy directors in charge of professional operations, specialized leaders and teachers to make the teaching lesson plans and careful class hour preparation; 3.3 Directing deputy directors in charge of professional operations, specialized leaders to inspect frequently the teaching plans, periodically to approve and sign lesson plans and to check class hour preparation of teachers The 4th criterion Managing the implementation of lesson plans of teachers (7 indicators) 4.1 Directing deputy directors in charge of professional operations, specialized leaders and teachers to research in order to prepare class hours; 4.2 Directing teachers to implement class hours in order to ensure the quality and standardize knowledge, skills and progress of grogram according to regulations; 4.3 Attending classes, organizing to attend classes, giving suggestions and evaluating class hours of teachers according to class hour standard; 4.4 Treating the improper implementation of class hour requirements of teachers; 4.5 Directing deputy directors in charge of professional operations, specialized leaders to use the timetables and teaching – learning plans and teaching notice book to manage the class hour quality of teachers; 4.6 Directing deputy directors in charge of professional operations, specialized leaders and teachers to implement sufficiently and timely the report regime on teaching – learning; 4.7 Directing deputy directors in charge of professional operations, specialized leaders to arrange substitute teaching and compensative teaching in necessary cases The 5th criterion Managing the teaching – learning methods (5 indicators) 5.1 Directing deputy directors in charge of professional operations, specialized leaders to grasp thoroughly and to deploy teachers on teaching – learning method innovation orientation; 5.2 Directing deputy directors in charge of professional operations, specialized leaders to organize cultivation classes, so that teachers can grasp thoroughly the positive teaching – learning methods; 5.3 Directing deputy directors in charge of professional operations, specialized leaders to organize the teaching festivals on positive teaching – learning methods; and applying information technology into teaching – learning; 5.4 Directing deputy directors in charge of professional operations, specialized leaders to apply the teaching – learning methods and using the suitable and effective teaching and learning methods; 5.5 Frequently inspecting the teaching – learning method usage of teachers and innovating the teaching – learning methods and emulation evaluation content The 6th criterion: Managing activities of specialized group (5 indicators) 6.1 Allocating specialized groups and teams scientifically and suitably to the reality of school; assigning leaders of specialized groups to ensure requirements according to regulations; 6.2 Directing deputy directors in charge of professional operations, specialized leaders to make plans of specialized groups with diversified operation contents and forms; 6.3 Directing deputy directors in charge of professional operations, specialized leaders and teachers to implement professional works according to plan; uniting teaching – learning targets, contents, methods and forms of each lesson; 6.4 Upholding the activeness and creativeness of specialized leaders and teachers in professional activities; 6.5 Directing deputy directors to direct, supervise, inspect and evaluate activities of specialized groups The 7th criterion Managing and cultivating officials, teachers and officers (5 indicators) 7.1 Directing deputy directors in charge of professional operations, specialized leaders to check and evaluate exactly the current situation of quality of officials, teachers and officers; 7.2 Directing deputy directors in charge of professional operations to make plans of cultivating officials, teachers and officers; 7.3 Directing deputy directors in charge of professional operations, specialized leaders to organize activities of cultivating officials, teachers and officers with practical contents and diversified forms; 7.4 Implementing encouragement methods and creating good conditions for officials, teachers and officers to self-study and self-cultivate; 7.5 Organize scientific researches, summarizing and propagating management and teaching – learning experiences The 8th criterion Managing inspection and evaluation works (4 indicators) 8.1 Directing deputy directors in charge of professional operations, specialized leaders to propagate teachers and pupils about regulations on inspection and evaluation; 8.2 Directing deputy directors in charge of professional operations, specialized leaders to make detailed plans on inspecting and evaluating subjects; 8.3 Directing deputy directors in charge of professional operations, specialized leaders and teachers to inspect and evaluate in accordance with statutes and to ensure progress; 8.4 Directing deputy directors in charge of professional operations, specialized leaders to apply information technologies to support inspection and evaluations works The 9th criterion Managing the implementation of duties of learners and internal regulations of school (4 indicators) 9.1 Organizing pupils to learn duties of learners and building internal regulations of school, regulations on disciplines for pupils; 9.2 Directing teachers to implement supporting methods, so that pupils can implement well duties of learners and regulations and disciplines of school; 9.3 Directing teachers to evaluate, reward pupils to implement well duties of learners and regulations of school; 9.4 Directing teachers o practice the learning awareness, behaviors and positive learning motives for pupils 10 The 10th criterion Managing works of teaching the learning methods and skills for pupils (2 indicators) 10.1 Directing deputy directors in charge of professional operations and teachers to organize seminars, to coach in order to equip for pupils the learning methods and to exercise scientific researches; 10.2 Directing teachers and pupils to take advantage of all opportunities to practice the learning methods and skills and exercise scientific researches 11 The 11th criterion Managing learning emulation movements (3 indicators) 11.1 Directing deputy directors in charge of professional operations, specialized leaders and teachers to build learning emulation plans and launching deeply and broadly good learning emulation movements; 11.2 Directing deputy directors in charge of professional operations and teachers to implement well the teaching – learning emulation contents; 11.3 Summing up partially, summarizing and having methods to maintain results of emulation movements to create habits in managing and teaching – learning 12 The 12th criterion Directing teachers to help pupils learn (2 indicators) 12.1 Directing deputy directors in charge of professional operations and teachers to inspect and classify pupils to implement the divided learning – teaching activities; 12.2 Directing teachers to paid attention to, to create all circumstances, and helping all pupils in learning and practicing to implement the divided learning – teaching activities 13 The 13th criterion Directing the cooperation of education forces to manage learning activities of pupils (2 indicators) 13.1 Organizing the cooperation between schools, families and education forces to manage the learning activities of pupils; 13.2 Implementing methods to encourage and to create good conditions for social forces to participate into supporting and promoting the teaching – learning activities 14 The 14th criterion Managing the teaching – learning conditions (5 indicators) 14.1 Ensuring to have sufficient textbooks, documents, class rooms, functional rooms and time for officials, teachers and pupils; 14.2 Building qualified subject class room, equipping sufficiently the teaching – learning means; 14.3 Directing deputy directors, teachers, officers and pupils to manage and use efficiently material facilities, available teaching – learning devices of schools and organizing creatively teaching – learning tools; 14.4 Mobilizing all financial resources to equip material facilities and equipments serving for teaching – learning activities; ... the teaching – learning quality of school Contribution of the thesis - The thesis helps clarify the conception on management quality, teaching – learning management quality of principals in secondary. .. evaluating the teaching – learning quality of principal of high school; how the set of criteria and the procedure of evaluating the teaching – learning quality of principal of secondary school are... learning management quality of the principal 2/Evaluation of teaching – learning management results of the principal The procedure of evaluating the teaching – learning management quality of principals